GENERATING GENERATING STUDENT STUDENT

PARTICIPATIONPARTICIPATION

Dr. D. Gallow, DirectorDr. D. Gallow, Director

Teaching, Learning & Teaching, Learning & Technology CenterTechnology Center

dgallow@uci.edu

(949) 824-6189(949) 824-6189

STUDENT PARTICIPATIONSTUDENT PARTICIPATION

Deep vs. Surface LearningDeep vs. Surface Learning Low-Tech, Low-RiskLow-Tech, Low-Risk

DEEP LEARNINGDEEP LEARNING ENGAGEMENTENGAGEMENT

•RETENTIONRETENTION•CREATIVE PROBLEM CREATIVE PROBLEM SOLVINGSOLVING

BLOOM’S TAXONOMYBLOOM’S TAXONOMY ““Higher Order” Thinking Higher Order” Thinking

SkillsSkills•AnalysisAnalysis•SynthesisSynthesis•EvaluationEvaluation•CreativityCreativity

SURFACE LEARNINGSURFACE LEARNING RecallRecall ComprehensionComprehension ApplicationApplication

TYPES OF TYPES OF PARTICIPATIONPARTICIPATION

IndividualIndividual Whole ClassWhole Class Smaller Group Smaller Group

2 LOW-TECH, LOW 2 LOW-TECH, LOW RISK STRATEGIES:RISK STRATEGIES:

3X5 or 4x6 Index 3X5 or 4x6 Index CardsCards

Beginning & Mid-Beginning & Mid-Lecture PromptsLecture Prompts

3X5” INDEX CARDS3X5” INDEX CARDS

Lower risk participationLower risk participation Why or How Questions Why or How Questions

OnlyOnly

3X5” INDEX CARDS3X5” INDEX CARDS

1-2 Minute Time Limit1-2 Minute Time Limit Collect & RedistributeCollect & Redistribute

•Practice SpeakingPractice Speaking•Normalize Normalize •ValidateValidate

3X5” INDEX CARDS3X5” INDEX CARDS

End-of-Class WritingEnd-of-Class Writing Collect & ReviewCollect & Review PatternsPatterns Address in ClassAddress in Class CClassroom lassroom AAssessment ssessment

TTechnique (C.A.T.)echnique (C.A.T.)

BEGINNING &BEGINNING &MID-LECTURE MID-LECTURE

PROMPTSPROMPTS BeginningBeginning

•Open-Ended QuestionOpen-Ended Question•Lecture 7-10 MinutesLecture 7-10 Minutes

•ForeshadowForeshadow•Active ListeningActive Listening

BEGINNING &BEGINNING &MID-LECTURE MID-LECTURE

PROMPTSPROMPTS

““Turn-to-Your-Neighbor”Turn-to-Your-Neighbor”

BEGINNING &BEGINNING &MID-LECTURE MID-LECTURE

PROMPTSPROMPTS

Generate 5-7 Subsidiary Generate 5-7 Subsidiary QuestionsQuestions

TO LEARN MORE:TO LEARN MORE:

Barkley, Cross, & Major, Barkley, Cross, & Major, Collaborative Learning Techniques..

Bloom’s TaxonomyBloom’s Taxonomy UC Berkeley’s UC Berkeley’s Teaching TipsTeaching Tips Deep & Surface LearningDeep & Surface Learning TLTC’s TLTC’s Teaching GuideTeaching Guide

TO LEARN MORE:TO LEARN MORE:

Make an appointment Make an appointment with a TLTC Consultantwith a TLTC Consultant

FREE & CONFIDENTIAL!FREE & CONFIDENTIAL! Internet Search: “active Internet Search: “active

learning”learning”

TO LEARN MORE:TO LEARN MORE: Auster & MacRoneAuster & MacRone, , The The

Classroom as Negotiated Classroom as Negotiated Setting: An Empirical Study of Setting: An Empirical Study of the Effects of Faculty Members’ the Effects of Faculty Members’ Behavior on Students’ Behavior on Students’ ParticipationParticipation..

FassingerFassinger, , Professors’ & Professors’ & Students” Perceptions of Why Students” Perceptions of Why Students Participate in ClassStudents Participate in Class..

TO LEARN MORE:TO LEARN MORE:

Prosser, M. & Trigwell, K. Prosser, M. & Trigwell, K. (1999).(1999). Understanding Learning Understanding Learning & Teaching on Deep & Surface & Teaching on Deep & Surface LearningLearning. Society for Research . Society for Research into Higher Education, Open into Higher Education, Open University Press, Ch. 4.University Press, Ch. 4.

TEACHING, LEARNINGTEACHING, LEARNING&&

TECHNOLOGY CENTERTECHNOLOGY CENTER 3000 ANTEATER 3000 ANTEATER

INSTRUCTION & RESEARCH INSTRUCTION & RESEARCH BUILDING (AIRB)BUILDING (AIRB)

(949) 824-1150 (MAIN (949) 824-1150 (MAIN OFFICE)OFFICE)